The increasing numbers of Latinx students enrolling in post-secondary education has resulted in a compelling need for colleges and universities to understand the complexities of the Latinx migrant student experience, with the hopes that understanding the nuances of the Latinx migrant student experience can assist educators in developing and enhancing initiatives to better support this population of students. It has been well documented that this marginalized and underserved student population historically encounters unique challenges as they navigate the oppressive systems of higher education. Using funds of knowledge as a theoretical lens, this phenomenological study explores the college persistence experiences of first-year, Latinx participants enrolled in the College Assistance Migrant Program (CAMP), a federally funded program designed to support migrant students in their first year of post-secondary education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]